Planning and Designing Learning Environments and Experiences
Reflection
In my internship is had the opportunity to plan, and design learning environments while creating a summer online Business Computer Information Systems course using the Schoology framework. I realized where you really do need to begin with the end in mind when matching curriculum requirements with available technology tools and aids in a way that engages the student and teaches them both the content, word processing mastery, and the technology. Learning to use available technology such as online APA guides, and online Cite engines taught students not only how to produce the document in Word, but also how to use available online tools. Based on individual skill levels students could use all of the tools or just the ones they needed. This was an example of (TF-II.A) Designing developmentally appropriate learning opportunities that apply technology-enhances instruction strategies to support divers needs of learners. I demonstrated (TF-II.C) when I identified online aids for APA papers and evaluated them for accuracy and suitability of high school students. I chose Perdue Owl as a reference site, because of the vast amounts of information, and examples provided there, as well as the organization and layout. Although it is a college website, it provided the information in an easy to understand format.
During the course of the school year as I learned new tools in my course work, I would experiment with them in my class, then model them for my peer teachers who teach the same subject. I work with older teachers, who want to know something works and see it in action before trying something new which is examples of Standards (TF-II.C.2, and TF-II.B)
Planning and Designing Learning Environments and Experiences
Reflection
In my internship is had the opportunity to plan, and design learning environments while creating a summer online Business Computer Information Systems course using the Schoology framework. I realized where you really do need to begin with the end in mind when matching curriculum requirements with available technology tools and aids in a way that engages the student and teaches them both the content, word processing mastery, and the technology. Learning to use available technology such as online APA guides, and online Cite engines taught students not only how to produce the document in Word, but also how to use available online tools. Based on individual skill levels students could use all of the tools or just the ones they needed. This was an example of (TF-II.A) Designing developmentally appropriate learning opportunities that apply technology-enhances instruction strategies to support divers needs of learners. I demonstrated (TF-II.C) when I identified online aids for APA papers and evaluated them for accuracy and suitability of high school students. I chose Perdue Owl as a reference site, because of the vast amounts of information, and examples provided there, as well as the organization and layout. Although it is a college website, it provided the information in an easy to understand format.
During the course of the school year as I learned new tools in my course work, I would experiment with them in my class, then model them for my peer teachers who teach the same subject. I work with older teachers, who want to know something works and see it in action before trying something new which is examples of Standards (TF-II.C.2, and TF-II.B)